ABSTRACT
Over the last two decades, increased recognition has been given to design-based research (DBR) as a systematic approach to concomitantly enhancing theory and practice in the pursuit of solving real-world educational problems. Presented is an insight into the various stages of this methodology and the considerations associated with achieving this synthesis as part of the natural course of carrying out any DBR research project. The authors illustrate how DBR can help to narrow the gap between theory and practice by developing interventions that are tested in applied scenarios and accommodate change through reflexive, iterative adjustments.
